Imagine trying to navigate a new city without a map or GPS. You might eventually find your way, but the journey would be frustrating and inefficient.
Teaching students with executive functioning (EF) challenges without using data is a lot like that.
Executive function skills—like organization, time management, and self-control—are essential for learning, but they don’t develop the same way for every student. That’s why collecting and using data is so important.
This guide will walk you through methods of collecting data on EF skills and the process of collecting, analyzing, and applying data to create targeted interventions for students with EF challenges.
Review of Executive Functioning Skills
Executive function skills are mental abilities that help people plan, organize, remember, manage their emotions, and stay focused on tasks. These skills act like a personal manager for the brain, helping individuals set goals, make decisions, and adapt to new situations in everyday life.
Understanding the Need for Data-Driven Instruction
Teachers can use various methods to gather information about students’ executive function (EF) skills. Traditional methods, like tests, essays, and projects, show how well students are learning and where they may need help. Observing students in class also gives teachers a better idea of how they handle tasks and challenges, such as how they initiate assignments, stay focused, or seek help when needed.
In addition to these more formal methods, you can learn a lot just from daily interactions, such as noticing what your students express as challenges. Teachers can then use this information to adjust their lessons to better support students in building their EF skills.
Why Data-Driven Instruction?
Data-driven instruction is helpful because it helps educators understand what students need and how to best support their learning. By using data from tests, observations, and student feedback, teachers can see where students are struggling and where they are making progress. This allows them to adjust their lessons, set clear goals, and provide targeted support for skills like organization, focus, and self-control. Instead of guessing what works, data helps teachers make informed decisions that improve student success. This ensures students are receiving the instruction that best supports their individual needs and acknowledges that progress may look different for each student.
Methods of Data Collection
Teachers can use data collection methods to better understand students’ executive functioning skills and provide targeted support. Data can be collected formally (e.g., assessments) and informally (e.g., observation, student interview). The Center for Professional Education of Teachers details some methods for collecting data that can be applied to EF skills:
S.M.A.R.T. Goals
Setting SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) helps teachers create clear learning objectives for EF skill development.
For instance, if a student struggles with planning, a SMART goal might be: “By the end of the month, the student will use a planner to track assignments in at least three classes.” This approach ensures that EF skill-building remains structured and measurable.
Informal and Formal Assessments
Regular informal and formal assessments are another strategy for monitoring EF skills. Different assessments help teachers gather real-time insights and adjust their approach to better support students’ EF growth. Some examples of assessments can include:
- Quick check-ins (such as exit tickets or taking a look at a student’s planner)
- Self-reflections
- Structured Observations
Professional Learning Communities (PLCs)
Teachers can collaborate during PLCs, or other regular meetings with their school-based teams to improve EF instruction together. By meeting regularly, sharing strategies, and analyzing student data, educators can refine their teaching methods and consider what is developmentally appropriate for their students.
For example, a team might discuss how different visual supports or behavior strategies are working across classrooms and adjust their approach based on student progress. Educators may also think of new, creative ideas to enhance their instructional strategies and executive function skill-building techniques solely because they get the perspective of other educators.
Targeted Interventions
Specific interventions can be implemented based on your collected data to ensure that students receive individualized support. If a student struggles with impulse control, data from behavior observations and teacher feedback can help determine the best approach. This might include teaching self-monitoring techniques or using structured breaks to improve focus. These interventions allow educators to address specific EF challenges and provide the right level of support for each student.
For example, you might decide to implement the Goal-Plan-Do-Review strategy with your class, in a small group, or with individual students to help improve their self-monitoring and goal-setting skills.
Step-by-Step Guide to Using Data for EF Instruction
Step 1: Identify Key Executive Functioning Needs
To support students with executive functioning challenges, teachers first need to identify their students’ primary needs. This starts with observing how students manage tasks like following directions, staying organized, completing assignments on time, and controlling their emotions. Teachers can also use checklists, student self-reflections, and input from parents or other staff members to get a complete picture of a student’s strengths and struggles.
Formal assessments, such as behavior rating scales or classroom performance data, can help pinpoint specific EF skills that need improvement. When teachers have this data, they can better understand which areas to focus on and create targeted strategies to help students succeed.
Step 2: Analyze Patterns and Identify Trends
Once teachers have collected data on students’ executive functioning skills, the next step is to analyze patterns and identify trends. This means looking for consistent challenges, such as students frequently forgetting assignments, struggling to start tasks, or having difficulty managing their time. By reviewing observations, assessment scores, and student feedback, teachers can spot recurring difficulties and determine if certain situations make EF struggles worse.
For example, a student might have trouble staying focused during independent work but do well with group activities. Identifying these trends helps teachers adjust their instruction and provide targeted support to help students build stronger EF skills.
Step 3: Develop Targeted Interventions
After identifying patterns in students’ executive functioning challenges, teachers can develop targeted interventions to address specific needs. This means creating strategies that directly support skills like organization, time management, and self-control.
For example, if a student struggles with completing assignments, a teacher might introduce a visual checklist or a time management app to help them stay on track. Small group instruction, structured routines, and personalized goal-setting can also be effective ways to build EF skills. Other helpful tools can be found here to explore and potentially implement.
Step 4: Monitor Progress and Adjust Strategies
After putting targeted interventions in place, teachers need to monitor progress and adjust strategies as needed. This can be done through regular check-ins, classroom observations, and reviewing student work to see if their executive functioning skills are improving. Teachers can also gather feedback from students about what strategies are helping and which ones feel challenging.
If an approach isn’t working, adjustments can be made, such as providing more visual support, breaking tasks into smaller steps, or offering additional practice. By continuously tracking progress and making changes when necessary, teachers can provide ongoing support for students as they develop EF skills at their own pace, recognizing that growth is a long-term process influenced by individual needs and external factors.
Self-Directed Learning
Self-directed learning can help some students take ownership of their executive functioning skills by allowing them to set goals, track their progress, and evaluate what strategies work best for them. Instead of relying entirely on teachers or outside support, students can gradually learn to identify their own challenges, choose tools that help them stay organized, and reflect on their growth over time, while recognizing that some may need ongoing support and scaffolding to do so effectively. This approach not only builds independence but also helps educators see which direct instruction methods are most effective.
For example, if a student is working on time management, they might experiment with different types of planners or reminders and assess which ones help them stay on track. By actively participating in their own learning, students develop a sense of agency and become more engaged in strengthening their EF skills in ways that make sense for them.
Tips for Success
While collecting student data, it’s common to encounter difficulties along the way, such as inconsistencies in student responses, time constraints, and determining which data points are most relevant for tracking executive function skills. Collecting data on so many students can be overwhelming, and you might find that your classroom has many different skills they could work on. Ironically…you will have to prioritize which skills to teach!
Tip #1: Start small! Choose one area of executive function to track and apply data-driven strategies to improve student outcomes. Instead of overloading students with frequent data collection, keep your data tracking simple and focused on key areas.
Tip #2: It’s also important to collect data and utilize it proactively and not reactively. While not all challenges can be anticipated in advance, identifying common obstacles in your classroom and implementing proactive supports can help address many issues before they arise.
Additional Resources and Tools
No-Cost Tool for Educators to Use
Teachers can use the free executive functioning assessment by LSA to better understand their student’s strengths and challenges in key areas like planning, time management, organization, and emotional control. This tool evaluates 11 crucial executive function skills through targeted, real-life questions, making it a valuable tool for guiding instructional decisions. Educators can identify specific areas where students need support and develop strategies to help them build self-advocacy, confidence, and overall success. This assessment can be used in classrooms, small groups, or one-on-one settings to help inform decisions.
Resources to Support EF Skill Development
Teachers can use the Executive Functioning Resource Hub to find practical strategies and tools to support students in any of the 11 key areas of executive functioning. This free collection of resources is designed to help educators create targeted interventions for skills like time management, emotional control, task initiation, and more. This resource database allows educators to discover new ideas for lessons, activities, and strategies that can be easily integrated into their classrooms to support students’ EF development.
TL;DR — (Too Long; Didn’t Read)
Executive functioning skills, such as planning, organization, and self-control, vary among students, so using data helps educators create targeted support. Data-driven instruction helps teachers understand what students need and how to best support them.
Teachers can collect data in different ways, including observations, assessments, and by collecting student feedback. Setting S.M.A.R.T. goals helps create clear learning objectives for EF skill development. Regular assessments, like check-ins or student self-reflections, allow teachers to track progress. Working with other teachers in collaborative environments like Professional Learning Communities (PLCs) can also help educators share strategies and improve their approach. Students can also take an active role in developing their EF skills by setting personal goals, tracking their progress, and trying out different strategies.
Teachers can take the following steps to use data to inform decisions about executive function instruction in the classroom:
- Identify Key EF Needs – Observe students, use checklists, and gather input to determine which EF skills need support.
- Analyze Patterns – Look for trends, such as difficulty with organization or time management.
- Develop Targeted Interventions – Implement strategies like visual checklists, structured routines, or goal-setting tools.
- Monitor and Adjust – Regularly review progress and modify strategies based on student needs.
Further Reading
- The Center for Professional Education of Teachers (CPET) – Data-Driven Instruction: A Principal’s Perspective
- Center on Budget & Policy Priorities (CBPP) & Global Learning Partners (GLP) (2020) – GOAL PLAN DO REVIEW / REVISE: An Executive Skills-Informed Goal Achievement Framework for Use in Human Services Programs
- Marsh, Pane, & Hamilton (2006) – Making Sense of Data-Driven Decision Making in Education
- Tekkol & Demirel (2018) – An Investigation of Self-Directed Learning Skills of Undergraduate Students
- Life Skills Advocate (2021) – How To Use SMART Goal Setting to Teach Daily Living Skills
- Life Skills Advocate (2025) – Neurodivergent-friendly Tools & Resources
- Life Skills Advocate (2025) – Pinpoint Executive Functioning Challenges in Minutes. Get Your FREE Assessment!
- Life Skills Advocate (2025) – Welcome To The Executive Functioning 101 Resource Hub
- Life Skills Advocate (2022) – What is Executive Functioning? A Comprehensive Guide